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MOLLY N.N. LEE, UNESCO BANGKOK, email: m.lee@unescobkk

Quality Assurance and Qualification Recognition of Higher Education in APEC: Status and Comparison. MOLLY N.N. LEE, UNESCO BANGKOK, email: m.lee@unescobkk.org. OUTLINE. Higher Education in APEC. 1. Quality Assurance Practices. 2. UNESCO’s Roles in QA and QR. 3. Higher Education in APEC.

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MOLLY N.N. LEE, UNESCO BANGKOK, email: m.lee@unescobkk

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  1. Quality Assurance and Qualification Recognition of Higher Education in APEC: Status and Comparison MOLLY N.N. LEE, UNESCO BANGKOK, email: m.lee@unescobkk.org

  2. OUTLINE Higher Education in APEC 1 Quality Assurance Practices 2 UNESCO’s Roles in QA and QR 3

  3. Higher Education in APEC 1

  4. Changing Context of Higher Education DYNAMIC AND COMPETITIVE

  5. General Trends of Higher Education Findings of 2009 UNESCO World Conference on Higher Education Massification– quantitative expansion 150.6 million tertiary students globally in 2007, 53% increase from 2000 Diversification– by funding sources and types of institutions Private H.E. fastest growing sub-sector: 30% enrollments globally Internationalization– mobility by students, staff, programmes and institutions

  6. Tertiary Gross Enrolment Ratio by Region, 1970 to 2007 Massification Source: UNESCO-UIS (2009), Global Education Digest 2009

  7. Diversification

  8. Internalization Source: UNESCO-UIS (2009), Global Education Digest 2009

  9. Main Issues of Higher Education World Bank (2002) Source: WB (2002) Constructing Knowledge Societies: New Challenges for Tertiary Education.

  10. Access and Equity Evolution of tertiary education gross enrollment ratio from 1985 to 2007 (%)

  11. Access and Equity Gross enrollment ratios by level of education and sex, 1970-2008

  12. Access and Equity Graduation rates from university-level education by gender, 2008

  13. Governance and Financing Trend 1 : Permitting HEIs to exercise wider autonomy over finances and management. And demanding for accountability

  14. Governance and Financing Trend 2 : Reduced dependence on state funding and Increase resource diversification Evolution of total expenditure on HE institutions as a % of GDP (1995 to 2004)

  15. Governance and Financing Evolution of the share of private tertiary education enrollment (1970 to 2006) The role of private sector in OECD countries

  16. Quality Assurance in Higher Education 2

  17. Concept of Quality in Higher Education Whose quality? Stakeholders of H.E.: State, academic community, market Shift from STATE-LED PIs and MARKET-LED APPROACHES PEER REVIEW

  18. Notions of Quality • As Exceptional • As Perfection • As Fitness for Purpose • As Value for Money • As Transformative Conceptions

  19. Emergence of National QA and Accreditation Systems • Decline of academic standards due to massification of HE • Lost of public confidence on HEIs • Budget cuts and pressure to increase efficiency in public expenditure • Greater public accountability • Changing H.E. context • Side effects of university rankings

  20. Diversity in National QAs • International Variations: • Definition of the concept of quality itself • Purpose and functions of QAA • Methodologies used in QAA • Responsible agency/unit • Issues of ownership and stakeholders • Voluntary or compulsory nature of participation • Focus on research or on T-L or on both • Focus on the review of programmes or institutions • The reporting • The range of follow-up activities

  21. Convergence in QAAs • 3 stage peer-review approach (self-evaluation, site visit, and report) • Criteria employed in external evaluations (input- and process- characteristics, learning outcomes) • Approaches to QA (accreditation, assessment or audit) • National Qualification Frameworks

  22. Example: Malaysian Qualifications Framework (MQF) • Unites all national qualifications awarded: • by certified providers within or outside the formal education system, • through e-learning, verifiable workplace training and experiences individually-driven life long learning, • Including post secondary schools, colleges including community colleges, universities, polytechnics and other vocational and technical institutions, other higher educational institutions, professional organizations, guilds and industry-related organizations.

  23. Qualification Levels and Pathways MIN HUMAN RESOURCE ADV SKILLS DIPLOMA SKILLS DIPLOMA SKILLS CERT COLLEGE U & UNI POLYTECH , CC & NON DEGREE GRANTING COLLEGES ADV DIPLOMA TECH & VOC DIPLOMA TECH & VOC CERTIFICATE UNIVERSITY DOCTORAL MASTERS B. (HONS) LIFE LONG LEARNING 8 POSTGRAD CERT & DIPLOMA GRADUATE CERT & DIPLOMA 7 6 5 4 Credit transfer HIGHER SCHOOL CERT; FOUNDATION MATRICULATION 3 2 1 SCHOOL CERT APEL Life long learning

  24. Quality Assurance MQA

  25. Qualifications Recognition QUALIFICATIONS RECOGNITION & QUALITY ASSURANCE

  26. UNESCO’s Roles in Quality Assurance and Quality Recognition 3

  27. UNESCO’s Normative Instruments • UNESCO Regional Conventions • UNESCO Higher Education Portal • UNESCO-OECD Guidelines • UNESCO-APQN Toolkit

  28. 5 Regional Conventions and 1 Inter-regional Convention On recognition of studies, diplomas and degrees in higher education: 1975: Latin America and the Caribbean 1976: Arab and European States bordering the Mediterranean 1978: Arab States 1979: Europe – revised 1997 (co-depository Council of Europe) 1981: Africa – up for revision in 2012 (co-depository African Union) 1983: Asia and the Pacific – up for revision in 2011

  29. Parties to the 5 Regional Conventions on Recognition in Higher Education Fairbanks Anadyr Saint Petersburg Oslo Moscow Novosibirsk Unalaska Samara London Berlin Astana Vienna Seattle Ulaanbaatar Toronto Paris Chicago New York Istanbul Beijing San Francisco Seoul Madrid Tokio Gibraltar Washington Teheran Los Angeles Osaka Shanghai New Orleans Delhi El Golea Cairo Karachi Dhaka Dakar Mexico -City Kalkutta Mumbai Asmara Manila Niamey San José N‘Djamena Accra Mogadishu Quito Mbuji- Mayi Porto Velho Jakarta Dar es Salaam Port Moresby Lima Darwin Benguela Brasilia La Paz Harare Windhuk Rio de Janeiro São Paulo Maputo Sydney Perth Durban Cape Town Santiago Buenos Aires Canberra Melbourne Wellington

  30. Main Objectives • Promote international co-operation in higher education • Reduce obstacles to mobility of students and teachers through mutual recognition of degrees and qualifications • Contribute to preserving and strengthening the cultural identity and diversity of peoples, respecting the specific character of their educational systems

  31. 1983 Asia-Pacific Convention Fairbanks Anadyr Saint Petersburg Oslo Moscow Novosibirsk Unalaska Samara London Berlin Astana Vienna Seattle Ulaanbaatar Toronto Paris Chicago New York Istanbul Beijing San Francisco Seoul Madrid Tokio Gibraltar Washington Teheran Los Angeles Osaka Shanghai New Orleans Delhi El Golea Cairo Karachi Dhaka Dakar Mexico -City Kalkutta Mumbai Asmara Manila Niamey San José N‘Djamena Accra Mogadishu Quito Mbuji- Mayi Porto Velho Jakarta Dar es Salaam Port Moresby Lima Darwin Benguela Brasilia La Paz Harare Windhuk Rio de Janeiro São Paulo Maputo Sydney Perth Durban Cape Town Santiago Buenos Aires Canberra Melbourne Wellington

  32. Key Concepts • Fair recognition • Information and networking at the expert level • Supporting instruments • Guidelines, good practice, recommendations

  33. Principles of Fair Recognition • Applicants have the right to fair assessment of qualifications • Recognition is granted if no substantial differences can be demonstrated • If recognition is not granted, substantial differences are demonstrated • Applicants' right to appeal

  34. Web Portal on HEIs • Institutions recognized by competent authorities • Higher education programmes recognized by competent authorities • Information for students planning to study in the country • Information on the higher education system • Foreign credential assessment and recognition • Information on financial assistance opportunities • Cross-border higher education • National Information Centre • Other information sources • Definition of key terms

  35. Guidelines for Quality in Cross-border Higher Education • The Principles • Responsibility for partnerships, sharing, dialogue, mutual trust and respect between sending and receiving countries • Recognition of national authority and of the diversity of systems • Recognition of importance of international collaboration and exchange, internally, externally • Access to transparent and reliable information • Recommendations to 6 Stakeholders: • Governments • Higher Ed. Institutions • Student Organizations • Quality Assurance Agencies • Recognition Bodies • Professional Bodies

  36. UNESCO-APQN Toolkit

  37. UNESCO-APQN Toolkit Main Purpose

  38. CBE: Problems with Quality Macro-Level • Inadequacy of QA system • Inadequacy of information sources • Institutional Level • Insufficient understanding • Inadequacy QA mechanisms • Lack of local resources • Inadequate management and governance structures

  39. New Dynamics of Higher Education • Quantity and quality dilemma • HE as public good vs. private commodity • Tension between world ranking and meeting local needs • Balance between competition and cooperation • Trade-off between autonomy and accountability • Benefits and risks of internationalization of HE • Issues of qualification recognition and quality assurance

  40. Thank you! MOLLY N.N. LEE, UNESCO BANGKOK, email: m.lee@unescobkk.org

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